1. Phonemic development

2. Exemplar theory/view attractor /d/ /t/

3. Continuous perception Categorical perception

4. [p] Categorical perception Liberman 1957 [b] [d]

5. Like adult speakers of English, English infants perceive the gradual transition from [b] to [t] categorically. Categorical perception Eimas et al. 1971

6. Categorical perception is a unique human capacity and restricted to language. Categorical perception Eimas et al. 1971

7. Categorical perception also occurs in other species. Categorical perception is not restricted to speech. Categorical perception is not characteristic of all speech sounds. Categorical perception

8. Phonetic assimilation Context-free strategies Context-bound strategies

9. Phonetic assimilation [d{s]glass [bEd]bread [sek]snake [h{n]hand [da]star Reduction of consonant cluster

10. Phonetic assimilation [b{n]van [d{t]that [nEr]there [d{k]Jack [d{b]jam [dEk]check Word-initial fricatives are replaced by stops

11. Phonetic assimilation [bOt]pot [do]toe [dI]kiss Voicing of word- initial stops

12. Phonetic assimilation [dat]duck [det]gate [zus]shoes [m{ts]match [t{b@dz]cabbage Fronting of consonants

13. Phonetic assimilation [nOp]knob [b{t]bad [dOt]dog [duf]stove Devoicing of final obstruents

14. Phonetic assimilation [böt]but [gög]big [gök]book [gIg]pig [gOg]dog [dOt]dot [gök]duck [gIk]stick Harmonization of initial consonants (if the word ends in a velar consonant)

15. Motherese Exaggerated stress patterns, exaggerated intonation Many repetitions Many vocatives/attention getters Many questions Simple sentences and simple grammatical constructions Basic vocabulary

16. Fatherese Question-answer Request-response Focus of attention - response

17. Early words

18. Pragmatic development Language is an instrument. Language us used to … express anger ask a question promise someone to do something warn somebody

19. Pragmatic development Language is learned in social interactions involving three important components: speaker hearer things and events talked about

20. Pragmatic development Bühler 1934 Organon Model

21. Pragmatic development dyadic interactions

22. Pragmatic development Triadic interactions 9-months revolution Tomasello 1999

23. Vocabulary development 1;2 – 1;3First words 2;0100-600 words 9-10 words a day 6;014,000 words 18;050,000 words

24. Vocabulary development vocabulary development

25. Vocabulary development What leads to the vocabulary spurt?

26. Vocabulary development What leads to the vocabulary spurt?

27. Vocabulary development The vocabulary spurt begins when children recognize the symbolic nature of language (i.e. when they recognize that everything has a name. The vocabulary development is trigged by advanced articulatory skills.

28. Vocabulary development 1;0 1;1 1;2 1;3 1;4 1;5 1;6 daddy, mommy bye dog, hi, uh oh baby, ball, no eye, nose, banana, juice, shoe, kitty, bird, duck, car, book, balloon, bottle, night-night, woof, moo, ouch, baa baa, yum yum apple, cheese, ear, cracker, keys, bath, peekaboo, vroom, up, down, that grandpa, grandma, sock, hat, cat, fish, truck, boat, thank you, cup, spoon, back

29. Vocabulary development Words referring to peopledaddy, mommy, baby Words referring to animalsdog, kitty, bird, duck Words referring to body partseye, nose, ear Words referring to foodbanana, juice, apple, cheese Words referring to toysball, balloon, book Words referring to clothsshoe, sock, hat Words referring to vehiclescar, truck, boat Words referring to household objectsbottle, keys, bath, spoon Words denoting routinesbye, hi, uh oh, night-night, no Words denoting activitiesup, down, back Sound imitating wordswoof, moo, ouch, baa baa, yum Deicticsthat

30. Vocabulary development Children’s early words function as speech acts (i.e. there is no functional distinction between words and utterances.

31. Vocabulary development What do children need to understand in order to learn words? They need to understand the symbolic nature of language.

32. Vocabulary development What do children need to understand in order to learn words?

33. Vocabulary development see 1. I saw Peter. 2. I see what you mean. run 1. She is running down the stairs. 2. She ran into Peter. car 1. vehicle 2. toy have 1. She has a dog. 2. I have finished my work.

34. Vocabulary development head of a nail head of a department flower head to head head of a team header body part

35. Vocabulary development Partitioning of the conceptual space ball balloon moonorange

36. Vocabulary development dog doggy

37. Vocabulary development WordFirst referentoverextensions dog mooi ticktock baw mum fly fm wau-wau sch (Germ) dog moon watch ball horse fly worm sound of train dog cat, horse, rabbit, lion, tiger, all four-legged animals cakes, round marks on window, round shapes in books, round postmarks, letter O clock, gas meter, fire hose on spool, bath scale with round dial apples, grapes, eggs, squash, bell clapper, anything round cow, calf, pig, moose, all 4-legged animals specks of dirt, dust, all small insects, child’s own toes, crumbs of bread, toad flies, ants, all small insects, heads of timothy grass all animals, toy dog, soft house, slippers, picture of old man in furs all moving machines

38. Why do children overgeneralize word meanings? Hypothesis 1: Children are not yet able to distinguish dogs from other animals. Hypothesis 2: Children’s restricted vocabulary forces them to overgeneralize words. Vocabulary development